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Article published In:
Language and Communication of Asian Diaspora Communities in Europe
Edited by Zi Wang and Florian Coulmas
[Journal of Asian Pacific Communication 31:2] 2021
► pp. 236–259

Translanguaging as ideology: Responding to social and linguistic diversity in the classroom of Japanese as a heritage language schools in England

 | University of Stirling | University of Oxford
This paper investigates how ideological orientations shape the programmes and curriculum of Japanese as a heritage language (JHL) schools in England as well as teachers’ practices and attitudes in response to social diversity in such settings. This paper is a result of a linguistic ethnography which explores subjective perspectives constructed locally by people in JHL schools. Japanese communities overseas tend to be regarded as homogenous. However, in the contemporary world of mobility, connectivity and diversity they exhibit heterogeneity. This paper argues that JHL schools emerged as a response to educational needs arising from heterogeneity amongst Japanese migrants and that further diversification is occurring within JHL schools. Consequently, these schools and their teachers need ways to manage diversity in the classroom. Translanguaging is examined as a strategy for inclusion and also as a positive ideological orientation towards differences.
Keywords: Japanese as a heritage language (JHL), heterogeneity, language ideology, one-nation-one-language, kokugo, language separation, inclusion, language practice, translanguaging, conviviality
Article outline
  • 1.Introduction
  • 2.Literature
    • 2.1Emergence of JHL schools
    • 2.2Ideology and curriculum
    • 2.3Translanguaging
  • 3.Methodology
    • 3.1Research participants
      • 3.1.1Students and teachers in JHL schools in England
      • 3.1.2North School
      • 3.1.3South School
    • 3.2Transcription conventions
  • 4.Analysis and discussion
    • 4.1North School
      • 4.1.1Ideologies in administrators’ and teachers’ beliefs
      • 4.1.2Teachers’ practice for inclusion
    • 4.2South School
      • 4.2.1Ideologies in administrators’ and teachers’ beliefs
      • 4.2.2Teachers’ practice for inclusion
  • 5.Conclusion
  • Notes
  • References
Published online: 9 October 2020
DOI logo
https://doi.org/10.1075/japc.00066.mul
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